Antecedents and Trajectories of Achievement Goals: A Self-Determination Theory Perspective

Autor/inn/en	Ciani, Keith D.; Sheldon, Kennon M.; Hilpert, Jonathan C.; Easter, Matthew A.
Titel	Antecedents and Trajectories of Achievement Goals: A Self-Determination Theory Perspective
Quelle	In: British Journal of Educational Psychology, 81 (2011) 2, S.223-243 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709910X517399
Schlagwörter	Professional Autonomy; Preservice Teachers; Academic Achievement; Student Motivation; Profiles; Teaching Methods; Theories; Correlation; Undergraduate Study; Educational Objectives; Self Determination; Mastery Learning; Longitudinal Studies; Models; Evaluation + Suchen Sie Ihr Suchwort? Berufsfreiheit; Schulleistung; Schulische Motivation; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Korrelation; Grundstudium; Educational objective; Bildungsziel; Erziehungsziel; Selbstbestimmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Evaluierung
Abstract	Background: Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. Aim: The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. Sample: One hundred and eighty-four undergraduate preservice teachers in a required domain course agreed to participate in the study. Method: Data were collected at three time points during the semester, and both path modelling and multi-level longitudinal modelling techniques were used. Results: Path modelling techniques with 169 students, results indicated that students' autonomy and relatedness need satisfaction in life predict their initial self-determined class motivation, which in turn predicts initial mastery-approach and -avoidance goals. Multi-level longitudinal modelling with 108 students found that perceived teacher autonomy support buffered against the general decline in students' mastery-approach goals over the course of the semester. Conclusions: Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10